The study identified the lived experiences of English teachers teaching in far-flung schools. It determined the daily experiences, fulfillment, insights, joy, challenges, and coping strategies. A Transcendental Phenomenology was employed to describe their lived experiences. The study used criterion sampling to identify the ten participants from two public schools in South Cotabato, Philippines. Semi-structured interviews were conducted to gather enriching data from the ten volunteered participants. Through Thematic Analysis, the English teachers’ lived experiences centered on seven relevant themes: Inevitable daily struggles, Inadequate pedagogical resources, Inaccessibility to schools, Sense of fulfillment, Psychological stress and adaptability, Aspiring employment preference, and, Continual adjustments and initiatives.

Keywords: Far-flung Schools, English Teachers, Lived Experiences, Public Schools.

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